Thursday, June 15
Shared memorized passages from Book 22.
Completed Book 21 image annotation project from Weds.
Homework due Wednesday, June 21 (our next class): Read Book 23. Answer questions LMNOPQRSTU in an email to me titled 8 Books 22-23 LMNOPQRSTU.
Wednesday, June 14
We shared our memorized passages. Another group performed their skit about dramatic irony.
We provided feedback: 8 NAME dramatic irony 2. How effective was the skit at teaching you about dramatic irony?
Objective for Book 21 activity--Analyze your assigned lines for how they would look visually. Pretend you are an illustrator. What would you create and why? Make a drawing on a 8.5x11 paper. Then put the drawing in the middle of a larger poster paper. On the larger poster paper, annotate your drawing. With the annotations, explain why you made the artistic designs you made, using textual evidence as appropriate.
Homework due Thursday: Read Book 22 and memorize a passage.
Monday, June 12 Class had PE instead of English.
Friday, June 9
We shared our memorized passages. We continued our analysis of Book 16 with a focus on dramatic irony.
Homework due Monday: Read Book 21. Answer questions G-K in an email to me. 8 NAME Book 21 GHIJK
Memorize a passage.
And don't forget your individual image assignment: https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing Emerson, Elena Land of the Dead due Monday, June 5 Grace, Stacy Odysseus with the Sirens due Weds, June 7 Luca, Dilan Scylla and Charybdis due Thurs., June 8 Julie, Eliya Odysseus and Eumaeus due Friday, June 9 Marissa, Kati, Mayla Odysseus and Argos due Monday, June 12 Jimena, Catalina Odysseus and the Test of the Bow due Weds, June 14 Daniel, Amanda Odysseus and the killing of the suitors due Fri., June 15
Wednesday, June 7
We prepared our skits and analyses. We performed them for the 9th grade class.
No homework due on Thursday.
Books 16 and 17 due on Friday with one memorization from either book.
No homework due on Wednesday except to bring any costumes or props needed for the skit performance.
Homework due Monday: Read Book 12. Answer questions T, U and V in an email to me 8 NAME Book 12 TUV. Memorize passage.
Also, please remember your personal due date for the Odyssey Image assignment. The assignment is explained on this document: https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing Emerson, Elena Land of the Dead due Monday, June 5 Grace, Stacy Odysseus with the Sirens due Weds, June 7 Luca, Dilan Scylla and Charybdis due Thurs., June 8 Julie, Eliya Odysseus and Eumaeus due Friday, June 9 Marissa, Kati, Mayla Odysseus and Argos due Monday, June 12 Jimena, Catalina Odysseus and the Test of the Bow due Weds, June 14 Daniel, Amanda Odysseus and the killing of the suitors due Fri., June 15
Homework due Friday:
Read Land of the Dead book 11. Memorize 3 lines. Answer questions R and S in email to me 8 NAME Land of the Dead RS Thursday, June 1
We shared our memorized passages and challenged ourselves to give our best and support our classmates when they give their best rather than criticize or tease.
We rotated to different images of the Cyclops and identified textual evidence for each with these sentence starters:
For each image,
1) This image matches the part of the text where it says, "
"-------" (Odyssey 9.#).
2) A quote from the text that isn't shown in this image
s "-------" (Odyssey 9.#). If you were absent today, please do this work for 3 of the following four images in an email titled 8 NAME Cyclops stations
image G:
Image F:
Image B:
Image A:
Wednesday, May 31
We shared our memorized passages.
Rachel and Rafa facilitated their Jeopardy game about Calypso and Hermes.
We learned about our new assignment. https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing
We watched a video about the Cyclops.
Homework: Read book 10 about Circe and Eurylochus. Answer the red question Q in an email to me. 8 NAME Circe Q. Memorize a passage of at least 3 lines to share in class on Thursday.
Friday, May 26
Today we shared our memorized passages. We began the Cyclops story, looking at alliteration and imagery in the first section of the story.
Homework for Wednesday: Read the entire rest of the story of the Cyclops, lines 60-485 (Yes, it is long!) Answer all of the red lettered questions except for M in an email to me titled 8 NAME Cyclops red questions. Memorize a passage of at least 3 lines to share in class on Wednesday.
Thursday, May 25
We shared our memorized passages.
Read lines 1-55 of Book 9. On Google images, find 2 images of the Lotus Eaters and email them to me with an explanation of which one you think best matches the story. 8 NAME Lotus Eaters images Also, memorize a passage of at least 3 lines to share in class on Friday.
Wednesday, May 24
We had our Odyssey background information and vocabulary test.
Homework: On Google images, find 2 images of Calypso and email them to me with an explanation of which one you think best matches the story. 8 NAME Calypso images
Review the passage you memorized for today. We will share them on Thursday in class.
Remember the test on Wednesday. See the wiki entry from Friday, May 19 for the list of topics.
Monday, May 22
Spark: Look at the two images below. Which one best represents your understanding of the text? Why? Waterhouse, John William. Penelope and the Suitors. Aberdeen Art Gallery, Scotland, 1912.
Pintoricchio. Penelope with the Suitors. The National Gallery, London, 1509.
Read part of Book 2.
Introduction to Odyssey essay options. https://docs.google.com/a/lapazschool.org/document/d/1594HEbSVPQ39PB4B2IFyCnUgBWZHOhnpTX-jNBNeW6g/edit?usp=sharing
Read Book 5. Choose a passage of at least 3 lines that stand out the most to you; memorize them for class on Wednesday.
TEST ON WEDNESDAY OVER THE TOPICS LISTED BELOW (IN FRIDAY'S WIKI ENTRY) Friday, May 19
Here is the list of topics for the Odyssey background information test that you will have on Wednesday, May 24.
the story of the Trojan Horse (1188)
three key elements of the plot of The Odyssey (1188)
Thursday, May 18
Groups that didn't perform on Monday performed skits.
Mnemonic device groups performed.
Bella, Nicolle and Stefano began their presentation about Book 1.
Homework due Friday:
Send me an email 8 NAME Book 1.
A) Who or what helps give you inspiration when you need to do something creative?
B) Complete the rest of the riddles that we didn't get to in class.
3.For this amount of years I was taken by at sea, to find my safe haven. What are the years?
4.Evil awaits Telemachus’s return from the far away land. What is the evil?
5.Growing in a manhood with my mother and waiting for father to come back?
6. I saw them the town lands, learning of distant men and their minds, with my heart deep at sea, to fight to bring my mates home. Who am I?
7.I am the God of the sun, Lord is my title.
C) Provide one "It was effective..." and one "Next time try...." for this group. Remember that you cannot use the candy in your feedback.
Groups that didn't perform on Monday will perform skits on Thursday.
Mnemonic device groups will perform on Thursday.
Bella, Nicolle and Stefano on Thursday, presenting Book 1. Rachel and Rafa on Wednesday, presenting first page of Book 5 full calendar will be given on Monday.
Monday, May 15
Today we will finish our skits, complete questions and perform the skits. :-)
We will also make a schedule for our Odyssey presentations.
First up are Bella, Nicolle and Stefano on Thursday, presenting Book 1. Rachel and Rafa on Friday, presenting first page of Book 5
Monday, May 8 we will continue working on our background assignments or extension assignments. I will ask for volunteers for Wednesday's Feria showcase.
Friday, May 5
We worked in pairs on our Odyssey background assignment, due Wednesday, May 9. Students who finished early were given their next assignment, which involves teaching part of the Odyssey in an engaging way.
Thursday, May 4
We discussed our new Odyssey background assignment.
Ms. Amy shared an example of how to change the lyrics from a popular song to teach about the key characters that will appear in the story.
Students worked in their pairs to begin reading their assigned page and planning their responses.
Homework: Complete your creation. It is due at 8:00 on Tuesday even though we do not have class. Also, finish Friday's spark and send it to me if you were late to class because of swimming.
If you came late after swimming, here is the spark:
Send me an email 8 NAME feedback:
1) Yesterday's event was effective because...
2) Next time, we should...
3) I would (not) be willing to present my project at morning meeting next week. (Choose one!)
Thursday, April 27 Show!
Wednesday, April 26
Dress rehearsal
Thursday,April20, Friday, April 21 and Monday, April 24.
We worked on our final documents and practiced our dance.
If you have chosen the political cartoon, your analysis must include:
1) A description of the issue
2) An explanation of your stand on the issue.
3) An explanation of how your cartoon reflects your strand on the issue.
We either make ourselves miserable or we make ourselves strong. The amount of work is the same.
-Carlos Castaneda.
Here is our schedule for the end of the trimester: Thursday, March 9-
finalize boarding school presentations Friday, March 10--boarding school presentations to 5th grade Monday, March 13--work on projects Wednesday, March 15--
first period: go to 5th grade for presentations
last period: present to 11th grade Thursday, March 16--test over stylistic devices (see list below) Friday, March 17--projects due Monday, March 20--Wellness theme workshop Wednesday, March 22--practicing presentation for after vacation
You will have a test over the following terms on Monday, March 13.
juxtaposition
simile
metaphor
oxymoron
hyperbole
personification
pun
rhetorical question
zeugma
anaphora
polysyndeton
asyndeton
antithesis
I will give you 15 sentences. You will have to 1) identify which device is used and 2) explain how the sentence fits the definition of the device. You will have the opportunity to move your grade to the exemplary level by providing examples you remember from The Absolutely True Diary of a Part-Time Indian and/or examples that you create. The test will look like this:
My sadness is like a rock on my heart.
What device is used here?
SIMILE
Explain why.
This sentence uses the word “like” to compare sadness to a rock. It shows the reader that the sadness felt very heavy inside the person’s heart.
Provide additional examples to move your grade to the exemplary level.
In The Absolutely True Diary of a Part-Time Indian, Junior says, “I'm as serious as a tumor.”
Friday, March 3
1. Find 3 sources.
2. For each source, make a Works Cited Page entry.
3. Create a chart for each source like this one for each source:
quote or evidence from the text
name or description of rhetorical strategy or stylistic device
effect on the audience or reader
4. Begin your own project!
Steps 1-3 are due on Monday. Make sure your document is shared with me! Students are working in different documents, so there is no required title but make sure you have share it with me.
Thursday, March 2
We created Works Cited Page entries for our sources, continued our research and chose what kind of text we will write for our projects.
No homework.
Monday, February 27
We worked in our pairs on our presentations.
Friday, February 24
We were assigned pairs and worked with our partners on the elements of the Google doc.
Homework: Complete the Google doc.
On Monday, you will have time to plan the presentation but the document needs to be complete.
Those who were absent, please complete the work individually.
Thursday, February 23
Group presentation on Antithesis with matching game
We returned to the idea of the gallery walk images from the beginning of the unit. We received this Google doc https://docs.google.com/document/d/1r9jufqhcOGauyVio5g1DDz8Wro1OHiy-zrxPfOzezKA/edit?usp=sharing
as a connection back to one of the images.
Homework for Friday: Read the article linked on the Google doc.
Wednesday, February 22
Group presentations and activities
Ayndeton--cross the line game
Polysyndeton--Jeopardy
Anaphora--scavenger hunt
Monday, February 20
Spark: What is the most important element of an effective presentation?
We stood in a circle and shared our responses to the spark with "anthem arms," shoulders back and loud, clear voices.
We reviewed the rubric for our group assignment. https://docs.google.com/document/d/1NK6RgaYf9DLFTch5vUXXKPmX4jMmE5CH2DjUvusyzGk/edit?usp=sharing
We worked in our groups to finalize our presentations and games for Wednesday.
Wednesday, February 15
Have a wonderful time on the field trip!!!
We reviewed the guidelines of the assignments and students brainstormed what should be on the rubric, based on what they learned from previous experience with this type of activity.
Students had the rest of the class to work in groups and plan the activity.
Monday's class will be for finalizing the activity and they need to be presented to the class on Wednesday, February 18.
Friday, February 10
Students mingled and shared their quotes, looking for similarities and grouped themselves into four groups based on the use of language in their quotes. Then they wrote a definition for the figurative language device they identified. We learned the "fancy literary terms" for these devices: anaphora, antithesis, polysyndeton, asyndeton.
In groups, students read the document about their device and started planning a class activity to present their term to the class.
Today we discussed the different social issues in our lives, community and world. Students began writing first ideas for our final project:
1. Decide on one social issues that you care about. Eventually, you will write a speech, poem, song, letter, essay, video narration or script to stand up for or against this issue.
2. Today just begin writing a very rough first draft, no requirements, just write your ideas.
Now...
3. Add into your piece a simile or metaphor.
4. Add into your piece an oxymoron or hyperbole.
5. Add into your piece personification.
6. Add a rhetorical question.
7. How could you use juxtaposition to help make your point?
Homework due Friday: Keep the slip of paper I gave you in class today. Read the quote on the slip of paper. Email me a short explanation of what the author DOES with language in the quote. Don't tell me what the quote means. Try to determine the author's use of language. 8 NAME what author does
Wednesday, February 8
C-GLO!! We had our Cross-Grade Learning Opportunity with the 6th grade!
Monday, February 6
C-GLO!! We had our Cross-Grade Learning Opportunity with the 5th grade! Pictures are on Fb La Paz Community School! :-)
Friday, February 3
We did a trial run of our Big Book stations and received feedback.
Thursday, February 2
Read this article: https://mic.com/articles/116942/8-songs-by-native-american-rappers-that-deserve-to-be-heard#.qV8O8EjjA
and complete the following in an email titled 8 NAME Native American musicians
1) Make 2 connections from this article to Junior's life in our book.
2) Write a personal response to this article.
3) Which song would you most like to hear? Explain why.
FINISHING THIS ASSIGNMENT IS HOMEWORK IF YOU DIDN'T FINISH IT IN CLASS!
Wednesday, February 1
NO CLASS DUE TO LATE START
Monday, January 30:
We reviewed zeugma and juxtaposition.
We watched the end of the Hidden Massacre at Whiteclay, looking for examples of juxtaposition.
We worked on planning and finalizing our presentations for the 8th graders.
Homework for Monday, January 30: Finish the book. Memorize one passage from between p. 197 and 217 and another passage from p. 218 to the end.
Thursday, January 26 and Friday, January 27
1. Finish your page of the big book.
2. Brainstorm and plan an activity that you could run with the 5th or 6th graders to teach them your term. (Similar to what the 9th graders did with propaganda with you.)
When your group finishes, please complete the following:
3. Make 2 connections between this poem and Junior's experience. http://siouxpoet.tripod.com/siouxpoetry.html
4. Read the handout about zeugma. Find the example of zeugma on p. 42 of the book. Send me an email in which you identify it and analyze its effect on the reader. Then add to the email an example of zeugma of your own. 8 NAME zeugma
Wednesday, January 25
Spark: Revisit image G from our gallery walk and make a connection to Junior's life.
We had our memorization circle.
We discussed the connections from the Spark and the history of alcoholism in the Native American community.
We read "A Battle with the Brewers" by Nicholas Kristof.
We watched "The Hidden Massacre of Whiteclay."
We analyzed both for our new term juxtaposition: Juxtaposition: a device by which a writer or speaker juxtaposes, or places two items side by side. This is done to create an ironic contrast or effect. A famous photograph that shows a juxtaposition is this:
Homework due Thursday, January 26 Send me an email in which you make 2 connections between the article "A Battle with the Brewers" and the setting or characters of our book. 7 NAME connections
Homework due Wednesday, January 25 Read pp. 168-196.Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
Homework due Monday, January 23 Read pp. 129-167.Memorize a passage from anywhere between these pages that you love. It must be at least 25 words. AND
In an email to me called 8 NAME Junior CER, identify 3 character traits of Junior so far. Write 3 sentences for each, using a CER format like this: Junior seems to be ..... Evidence from the book that supports this claim appears on p. _ with “_.” This quote supports that Junior is ...because....
Homework due Friday , January 20 Read pp. 114-129.Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
We worked on our pages for the Big Book in class.
Homework due Thursday, January 19 Read pp. 99-113.Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
We worked on our pages for the Big Book in class.
Homework due Friday, January 20: Complete the text for the page of the big book.
Wednesday, January 18
Today we shared our memorized passages in the order in which they appear in the book.
We worked in our groups on our posters.
Homework due Wednesday, January 18: Read to p. 98.Memorize a passage from anywhere between p. 73 and p. 98 that you love. It must be at least 25 words.
Friday, January 13
Today we shared our memorized passages in the order in which they appear in the book.
We brainstormed rhetorical strategies, figurative language and stylistic devices that we should know well by now:
rhetorical question
allegory
alliteration
metaphor
oxymoron
puns (play on words) onomatopoeia personification allusion hyperbole simile appeal to pathos repetition
We had a scavenger hunt through the book in which we met with different small groups and searched for a specific literary device from the list.
Homework for Monday: Read to p. 73. Memorize a passage from anywhere up to p. 73 that you love. It must be at least 25 words.
Thursday, January 12
Spark: Read the text below. How are A and B different?
How are they the same? What effect do their differences
have on the reader?
A. He went for a walk. He really shouldn’t have. The pain still made his knee throb. He saw the dog. He laughed.
B. He went for a walk—even though he shouldn’t have because of the pain that still throbbed in his knee—and laughed when he saw the dog.
We received our Google doc called
8 NAME 2017 stylistic devices The Absolutely True Diary of a Part-Time Indian that will be our ongoing work throughout this unit.
We completed the first chapter's chart, adding one passage of our own choosing to the bottom.
Homework due Friday, January 13: Read Chapter 3: Revenge is my middle name. Choose a passage that has an impact on you and includes at least 25 words. Memorize this passage to present to the class.
Wednesday, January 11
We participated in a gallery walk and wrote observations and questions about seven images around the room.
Students individually shared with me the meanings of ethos, pathos and logos (in their own words rather than memorized). We read part of Chapter 1.
Read Chapters 1 and 2 for class on Thursday.
Monday, January 9
Our Spark was to share with 1-2 classmates what we found for our homework.
The groups who didn't perform their skits on Friday performed today.
We took these notes:
Rhetorical Strategies and Devices: techniques used by an author or speaker to meet a purpose and impact the audience.
These include
appeals: ethos, pathos and logos
figurative language: allegory, metaphor, alliteration, simile, oxymoron
structure: compare/contrast, cause-effect, flashback, foreshadowing
Homework due Wednesday First, send me an email, 7 NAME skit, in which you answer these two questions: 1) In your skit, which method of persuasion (ethos, pathos or logos) is most effective? 2) How do the three methods of persuasion work together in your skit?
Second, complete the anticipation guide and share it with me.
Friday, January 6
Homework for Monday: go back and re-read your essay in the document called
8 NAME Step 3 propaganda vs. classical argument assignment.
Send me an email in which you analyze whether you use ethos, pathos and/or logos and how. You may have used one, two or all three and your answer will be different from everyone else's.
Students wrote and performed skits illustrating their assigned hypothetical situation and their use of ethos, pathos and logos.
Thursday, January 5
We analyzed Severn Suzuki's speech for the answers to these three questions:
1) Why should we listen to HER about THIS topic?
2) How does she touch our emotions?
3) What is logical about her argument?
We learned about three ways of persuading others, the words for which come from Greek: ETHOS - (the credibility of the speaker) The audience wants to know “What does this person know about this topic?" and "Why should I trust this person?" There are two kinds of ethos: intrinsic and extrinsic
intrinsic (the character, expertise, education, and experience of the writer/speaker, the relationship between the writer/speaker and the audience)
extrinsic (how the writer/speaker presents his/her argument)
PATHOS - (appeals to emotion, the heart) The writer/speaker may make specific emotional appeals to the audience's dignity, pride, values, fear, moral sense, religious faith, patriotism, family ties, etc.
LOGOS - (appeals to logic, the mind) The writer/speaker supports his/her position with reasons, examples, evidence, statistics, observation.
We looked at the following hypothetical situations and discussed how we would use ethos, pathos and logos in our argument:
Your sister is out at a party and is supposed to be home by 10pm. It’s 9:45 and she is not back.
You text her: where u at?
She texts back that the person she likes is at the party and if she leaves early she’ll look like a loser.
Convince her to come home!
In groups, students received new hypothetical situations and began using ethos, pathos and logos to form an argument.
Your brother leaves the house to go 4x4ing on the Monkey Trail. You see that he doesn’t have his helmet or his phone with him. and he is not wearing a shirt. Convince him to come back and get his helmet, phone and shirt.
Your teacher tells you that she is going to give you a homework packet that will be due the last week of the term and will take you at least 5 hours per week to complete. Convince her to change her mind!
Mr. Abel has decided to divide the 8th grade into four groups of six students rather than keeping you together as one group.You would only be with those six students all day and you would not get any choice in who was in your group. Convince him to keep the class together.
(Rachel, you can choose one of these three to work on. You can write either a skit that uses ethos, pathos and logos OR a one-person monologue of what someone could say using ethos, pathos and logos.)
Wednesday, January 4
Spark: Write a short skit that uses a rhetorical question.
Rhetoric=the use of any available means to meet a purpose and impact the audience
Those skilled at making speeches--MLK, Jr., President Obama, Nelson Mandela--are skilled at rhetoric.
A rhetorical question is one that is asked to further a purpose or impact the audience, rather than to receive an answer.
Homework for tomorrow: Make a chart that lists the three sections from the speech that you chose along with the reasonswhy you think each section is effective in helping Suzuki meet her purpose.
Homework for Friday: Memorize the definition of rhetoric and the definition of rhetorical question.
Homework:
Find four sources for your paper and make MLA style Works Cited Page entries for them on your Google doc titled 8 NAME WCP classical.
These need to be done by class time on Monday.
Thursday, Nov 24 and Friday, Nov 25
NO SCHOOL- HURRICANE OTTO
Weds, Nov. 23
Quiz
Monday, November 21
We used concentric circles to help us brainstorm ideas for our essay.
We then started looking up resources.
Students should...
start a new Google doc titled 8 NAME WCP classical
For each source you read, copy and paste the link on to the Google doc. Then create an MLA format Works Cited Page entry. Homework is to study for the quiz on Wednesday.
Friday, November 18--propaganda presentations!! When it is your turn to present, you must Clearly state your thesis statement. Present your three slides, one at a time. For each one... ...ask the class if they can identify what type of propaganda you used. ...explain what emotion you are trying to reach in your audience and why you think it will work.
Your feedback sheet with positive feedback is part of your grade. Please stay on the lines with your comments so that I can easily cut the strips later.
Here is the definition of propaganda that should be memorized by Wednesday. Propaganda is the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. There is some disagreement about whether all persuasive communication is propagandistic or whether the propaganda label can only be applied to dishonest messages. If you completed the Russian Revolution song, rap, or poem, you are exempt from this requirement.
Almost everyone didn't finish the classwork on Friday. It is homework due on Monday! See below.
Friday, November 11
Spark: One your piece of lined paper, write 2 things you LOVE about going to school here.
Class Activity: Review each of the following webpages from the school website. For each one, find something that makes you proud to be a part of this community. Identify it and explain why.
Monday, November 6
Choose one piece of feedback that is most meaningful to you.
At each station, please write observations, connections and questions.
Friday, November 4
We provided each other with growth mindset peer feedback on our gallery pieces.
We participated in a Compliment Scavenger Hunt! NO HOMEWORK
Thursday, November 3
We had our museum! Thank you to the parents and students who visited.
Wednesday, November 2
Consider the following questions.
Why is it important to communicate in ways that bring peace to the community?
What is one example of time that you communicated in a way that brought peace to the community?
What is one specific example of someone you witnessed communicating in a way that brought peace to the community?
While you finalize your projects, I will video you answering these questions. If you do all three in an effective way, you will receive an extra .25 on the project grade.
Monday, October 31
Works Cited Page entry for Animal Farm should be formatted as follows:
Thursday, October 26
Students continued working in their groups on the exhibit piece for our gallery. We changed the date for the gallery from Monday Oct. 31 to Thursday Nov 3rd. Homework due tomorrow is to finish the book. There will be a quiz over the last 3 chapters of the book in class tomorrow.
Wednesday, October 25
Spark (please make up if you are absent): Email me. 8 NAME peace 1 Identify a way of communicating you saw or used this week that helped create peace in some way. Explain how.
Students continued working in their groups on the exhibit piece for our gallery.
Monday, October 24 Content Objective: Students will analyze Chapter 6 in terms of our essential question: How can communication create or erode peace in a community?
Please refer to the Google doc titled 8 gallery walk poster assignment for our new project assignment that we will be working on in class all week.
Homework for the next two weeks-
I have shared with you a document called 8 NAME TITLE 2016-17 English Portfolio Piece template. Required Portfolio Piece Reflections You will make 5 copies of this document, one for each of the assignments listed below. For each one, you will do a portfolio reflection. The due dates are listed for each assignment.
vocabulary skit, piece reflection due Thursday, October 27
metaphor meme, piece reflection due Monday, October 31
memorization of definitions:
metaphor and allegory, piece reflection due Wednesday, November 2
diagnostic essay, piece reflection due Friday, November 4
presentation to guests from Santa
Cruz, piece reflection due Monday, Nov. 7
Title these new Google docs as listed here and share each one with me: 8 NAME vocabulary skit 2016-17 English Portfolio Piece template. 8 NAME metaphor meme 2016-17 English Portfolio Piece template. 8 NAME memorization 2016-17 English Portfolio Piece template. 8 NAME diagnostic 2016-17 English Portfolio Piece template. 8 NAME presentation 2016-17 English Portfolio Piece template.
Animal Farm needs to be finished by Friday, October 28. There will be a quiz on that day to demonstrate that you have completed the reading.
Thursday, October 20
Celebration!
Animal Farm allegory bingo Revolutionary musical chairs pin the animal on the farm freeze dance with comprehension questions
Wednesday, October 19 Content Objective:Students will reflect on their presentation from Friday. Students will create a party game that involves review of academic content. Language Objective:Students will speak with their groups to plan their party activity. Students will write a reflection about their presentation and an analysis of one type of communication in Chapter 6. Students will read through close analysis of Chapter 6..
Wednesday, October 19
1. reflection Please see Google doc that I shared with you for reflection assignment.
2. party games
3. essential question work:
Follow the class example to respond to these prompts about your assigned type of communication.
How does this type of communication create peace at Animal Farm?
How does this type of communication erode peace at Animal Farm?
Think of a real life example of communication that connects to in some way. Analyze the connection in a paragraph.
Friday, October 14
Presentation for visitors from Santa Cruz!
Thursday, October 13
We practiced our presentation for the visitors from Santa Cruz who will be with us tomorrow. We worked on our homework for Wednesday (see below).
Wednesday, October 12
Finish stations.
Finish meme displays.
Begin reading Chapter 5. Your homework is to read Chapters 5 and 6 by next Wednesday and respond to ALL of the questions on the following pdf. You do not need to re-type the questions. Just number them.
In addition to those questions, choose 2 of the following questions and answer them. Send ALL of your answers in an email to me titled 8 NAME Animal Farm 5-6 questions.
Tell about Clover’s interchange with Mollie. What triggered her concern? How did Mollie react and what does Clover do to confirm her suspicions? What do you think her motivation is? What appears to have happened to Mollie? Was there anything that foreshadowed this outcome?
How have the meetings been revised/changed? Describe the way each of the two leaders obtain support. Be specific. In particular, how does Napoleon respond to Snowballs plans for the farm?
What is Snowball’s big plan for the farm? What is his motivation? Where does he get the knowledge to make it work? Where does he make his drawings? Do the animals exhibit enthusiasm for them? How? Describe Napoleon’s reaction.
Describe the deep divide that grows among the animals in some detail. Include slogans.
How do the two leaders differ in their plans to defend the farm? Be specific.
Describe the meeting the day Snowballs plans were done. How does Napoleon win using the sheep and the dogs? What exactly does “winning” look like on that day?
Where did the dogs come from and what do the animals notice about their behavior towards Napoleon?
The meetings are revised again in this chapter. Describe them and Squealer’s role in “selling” the new meetings to the animals. What does he say about Napoleon’s burden’s and what does he imply about Snowball? What does he assert about Snowball’s actions at the Battle of the Cowshed?
Explain how Napoleon steals the Windmill plans and how he justifies his theft by using Squealer’s silver tongue.
Monday, October 10
We will have our party next week on Thursday, October 20. More details will follow.
Today we worked in stations to answer questions about Chapter 3 of Animal Farm.
One station is working with Ms. Amy about the memes.
Homework for Wednesday. Read Chapter 4 and answer the following questions in an email with the subject 8 NAME Chapter 4 questions.
1. What do Snowball and Napoleon do to encourage the spread of Animalism?
2. Who are Frederick and Pilkington?
3. In what ways do the humans try and stop the spread of Animalism?
4. Where does Snowball get his ideas for defending Animal Farm?
5. Describe how the animals are able to successfully defend the farm against the humans.
6. Which animals are injured or killed during the battle?
7. How do the animals celebrate their victory?
8. What part does Napoleon play during the Battle of the Cowshed? What do you think this says about him?
Friday, October 7
We discussed our new essential question for Animal Farm: How do ways of communication create or erode peace in a community?
We defined WAYS, COMMUNICATION and ERODE.
In groups, we worked to identify all the different forms of communication shown in Chapter 1 and then in Chapter 2 of the book.
Homework for Monday: Read through Chapter 3.
Thursday, October 6
We had our quiz, then worked on our essays, reading or character chart posters.
Wednesday, October 5
NO CLASS because of late start. Remember the quiz tomorrow! See the terms below. For Friday: Revise your allegory diagnostic essay so that it follows the format from the example essay.
For Friday: Revise your allegory diagnostic essay so that it follows the format from the example essay.
Quiz on Thursday over these terms hook: This opens the essay and can be a statement about the topic in general, a statement that adds intrigue about the topic, or a vivid description of something connected to the topic. background information: you need to provide enough information for the reader to understand your thesis statement thesis statement: this sentence responds to the prompt and tells the reader what the whole essay will be about transition words: words that identify for the reader that the writer is moving from one idea, topic or section to another. See http://www.smart-words.org/linking-words/transition-words.html claim: your opinion stated as a fact evidence: information that supports your claim reasoning: an analysis of how the evidence supports the claim specific: See http://www.learnersdictionary.com/definition/specific
Thursday, September 29 and Friday, September 30
8th grade Diagnostic Essay
Write a 5-paragraph essay in which you
make a claim about allegory
support your claim using evidence from the examples we have looked at in class
use correct MLA format
You can use any resources from this year or last year to which you have access.
Please complete this work on a Google doc titled 8 NAME diagnostic and share it with me.
Wednesday, September 28
Ms. Ximena was with the class today while Ms. Amy was in a 7th grade activity. The students worked on the character charts and had a PE activity.
Monday, September 26
We watched the other mnemonic device presentations about the Russian Revolution.
We read the beginning of Chapter 2 and worked on our character charts.
Friday, September 23
Spark: For you, would Old Major's speech or the Beasts of England song be most effective in encouraging you to work to overthrown Mr. Jones? Explain why. Write an email to me with your answer. Subject line 8 NAME speech or song
Thursday, September 22
Today we discussed examples of how music can help us deliver and/or remember a message.
We heard a Russian Revolution Rap from Luca, Dylan, Rafa, Stefano and Daniel.
We provided growth mindset feedback and they incorporated our feedback in a second performance.
We had 4 more presentations of our metaphor memes.
We did concentric circles exercise to begin our analysis of Old Major's speech in Chapter 1 of Animal Farm.
We listened to the Beasts of England.
Challenge performances of the Russian Revolution key facts are due tomorrow, Friday. Another challenge option: In Old Major's speech, he claims that life is miserable, laborious and short. This is an allusion to a famous quote from the philosopher Thomas Hobbes. Email me the connection before class on Friday and be prepared to share it in class on Friday.
Wednesday, September 21
Spark: Look at the different character map examples and consider the strengths of each.
Today the groups of 3 or 4 created their own character maps from Chapter 1.
Homework: Review Old Major's speech from Chapter 1. Consider this question: Which sentence or section of the speech do you think is most is most convincing? You do not have to write anything but come prepared to share your answer in class on Thursday.
Monday, September 19
We heard 3 more meme presentations.
We watched the Prezi about the Russian Revolution and filled in the blanks on the handout that we need to keep in our notebooks. Challenge assignment: Write a song, rap or poem that covers the main points from the handout. Perform it for the class on Friday and next time we have a memorization assignment, you won't have to do it and you will receive an automatic 4.
In groups of 3, we read the first chapter of Animal Farm (using the pdf below). We began lists of new words. We began conceptual maps of the characters in the book. Each group can come up with their own way of mapping the characters as long as all characters are included with descriptions.
Friday, September 16 Content Objective: Students will be able to effectively support their metaphor when faced with questions from peers. Students will understand the allegory in The Butter Battle Book. Students will gain an understanding of main historical events of the Russian Revolution. Language Objective:Students will orally present their metaphor and respond to classmate's questions. Students will write analyses of elements of The Butter Battle Book. Students will read information about the Russian Revolution.
Homework: Students need to memorize this definition of allegory. If done by Monday, they can earn a 4. If done by Wednesday, the highest possible score is a 3. An allegory is a story, play, poem, picture or other work in which the characters and events represent particular qualities or ideas that relate to morals, religion or politics.An allegory has been called “a metaphor on steroids” because the author creates a fictional story in which all the elements represent other things with deeper meaning and together deliver an overall message.
Wednesday, September 14 Content Objective: Students will begin to develop an understanding of allegory. Language Objective:Students will read 2 fables, write analyses of these fables and the film from yesterday and speak with peers.
Today we completed our analysis charts of the 3 allegorical stories.
See Google docs titled 8 Aesop's Fables and 8 Allegory.
No homework for Friday.
Monday, September 12
Content Objective: Students will begin to develop an understanding of fables and allegory. Language Objective:Students will read 2 fables, write analyses of these fables and speak with peers.
We had individual meetings about our memes. We read 2 fables and analyzed the metaphors in each. We watched the video "The Butter Battle Book."
Friday, September 9
Our class was shortened due to Children's Day activities. We worked on our memes. Homework: Complete your meme but remember to not print it until I have checked it!
Thursday, September 8 Content Objective: Students will be able to extend a metaphor of their own in at least three ways.
We evaluated our own metaphors, worked on extending them in at least three ways, and got our new assignment: Make Your Metaphor a Meme. See the Google doc titled 8 NAME Make Your Metaphor a Meme.
Wednesday, September 7
We learned about Bloom's Taxonomy and how it connects to the La Paz grading scale.
We analyzed Langton Hughes's "Mother to Son" as an example of an extended metaphor.
Homework: Make a list of the different elements or aspects of the thing or idea you used in the metaphor that you wrote and emailed to me.
Monday, September 5 Content Objective: Students will demonstrate mastery of the definition of a metaphor. Students will demonstrate the ability to evaluate the effectiveness of a metaphor. Language Objective:Students will read example metaphors, write feedback and speak with peers. Students will orally present their memorized definition.
Spark: What is the purpose of a metaphor? In other words, why would someone use one?
We will discuss the definition of the words effective and evaluate.
Students will be put into pairs or groups of 3 and will rotate through stations in the room and will answer these questions for each metaphor.
What is effective about this metaphor?
What could be changed or added to make this metaphor more effective?
Do you personally like this metaphor? Why or why not?
Homework due Wednesday: Revisit the metaphor you wrote and emailed to me last week. Revise if needed to make it an effective metaphor. Email me your new version and an explanation of why the metaphor is effective.
Friday, September 2 Content Objective:Students will understand how to improve, clarify, and more fully develop a metaphor. Students will choose an independent reading book. Language Objective:Students will read and analyze an example metaphor, write feedback and speak with peers.
We looked at the example metaphor "My cousin is a roller coaster. He is fun, crazy and stupid." Students provided feedback, using these prompts: It was effective... In order to improve, clarify, and more fully develop the metaphor, consider...
We then brainstormed how to improve the metaphor.
Students were given 5 minutes to look up metaphor online and find the definition that made the concept most clear to them. They must memorize this definition for Monday. It is pasted below. On Monday, students will be pulled from class one at a time to recited the memorized definition.
Metaphor is a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.
Thursday, September 1 Content Objective:Students will review and deeper their understanding of metaphors. Students will be able to create an original metaphor. Language Objective:Students will read and analyze example metaphors, speak with partners to form and analyze new metaphors and write their own metaphors.
The spark was to discuss the metaphor "My sadness was a rock on my heart." using these prompts: 1.What two things are being compared? 2.What characteristics do the two things share? 3.What is the purpose of the comparison?
Each student then received half of a metaphor. They had to mingle and match them. Then each pair had to analyze their metaphor according to the same prompts and present it to the class.
Students then work on the following activity:
Choose ONE of the options below. Make a list of the characteristics of the one you pick.
The life of a student is....
My cousin is...
Learning is...
Sadness is...
The world outside La Paz is...
Then, explore the classroom and/or the campus and find another thing to which you can compare it.
Email me with the subject 8 NAME Metaphor 1. Explain the metaphor you came up with today. Make sure you include the answers to these questions:
. What two things are being compared?
. What characteristics do the two things share?
. What is the purpose of the comparison?
(note to Ms. Amy : See document titled "metaphor review.")
Wednesday, August 31
Students will have 25 minutes to finish and practice their skits.
Groups will perform skits and provide growth mindset feedback for their classmates using their own Google Sheet that we will create in class. homework due Thursday in class: Complete the feedback sheet if you didn't finish in class.
Monday, August 29 Content Objective:Students will be able to understand ten new vocabulary words, analyze their use in sentences from Animal Farm and use these vocabulary words in real life situations. Language Objective:Students will read sentences in which new vocabulary words appear, definitions and other example sentences. Students will speak with peers to match sentences with definitions. Students will write sentences of their own. Students will speak to present their words and sentences to the class. Students will speak with peers to create skit using the words in conversations. Students will write a short skit using the words in a real life situation. Students will speak to perform their skits for the class.
1
ensconced (adjective) settled comfortably
"At one end of the big barn, on a short of raised platform, Major was already ensconced on this bed of straw, under a lantern which hung from a beam" (1).
Clara is ensconced in a beach chair and has no immediate plans to return to work.
2
laborious (adjective) requiring much work
"Let us face it: our lives are miserable, laborious, and short" (2).
After hours of laborious research, the doctor was able to effectively diagnose his patient.
3
enmity (noun) hatred
"I have little more to say. I merely repeat, remember always your duty of enmity towards Man and all his ways. Whatever goes upon two legs is an enemy" (4).
After learning John was the one who stole his truck, Henry felt a great deal of enmity towards him.
4
vivacious (adjective) lively, animated
Snowball was a more vivacious pig than Napoleon, quicker in speech and more inventive, but was not considered to have the depth of character" (6).
Being vivacious helped her to be an excellent salesperson.
5
apathy (noun) lack of interest, indifference
"At the beginning they met with much stupidity and apathy" (6).
People have shown surprising apathy toward these important social problems.
6
acute (adjective) sharp, intense, highly developed
"Every mouthful of food was an acute positive pleasure, now that it was truly their own food, produced by themselves and for themselves" (11).
She notices everything and makes acute observations.
7
parasitical (adjective) living on others without any useful return
"With the worthless parasitical human beings gone, there was more for everyone to eat" (11).
He lives a parasitical life, relying on others for everything and doing no work himself.
8
indefatigable (adjective) tireless
"Snowball also busied himself with organizing the other animals into what he called Animal Committees. He was indefatigable at this" (12).
They are indefatigable employees who can work from sunrise to sunset.
9
tractable (adjective) easily managed, controlled
"Bulls which has always been tractable suddenly turned savage" (15).
This new approach should make the problem more tractable.
He is a very tractable child so he never gets in trouble but also never gets what he wants.
10
ignominious (adjective) disgraceful, shameful
“And so within five minutes of their invasion they were in ignominious retreat by the same way as they had come" (17).
The prison guards degraded themselves with their inhumane, ignominious treatment of the prisoners
asnodgrass@lapazschool.org
8th grade English
Please go through this checklist and make any necessary edits to your paper.
https://docs.google.com/a/lapazschool.org/document/d/1IvKQ9K7p54KZC8GNRlmWPcfOUaszlWeQMtfV1zMyqQg/edit?usp=sharing
I will grade what is on your document at 8pm today!
Here is a Works Cited Page entry for The Odyssey. You will need it in your final paper.
Homer. The Odyssey, translated by Robert Fitzgerald. Holt Literature Text Book
9th Grade, Unit 11, docs.google.com/viewer?a=v&pid=sites&srcid=NDQzbWFpbC5vc
md8bXMtaG9wcGVyLWVsYXxneDozODJlMzY0ZWJhY2I0MmZj
Follow these guidelines for making the Works Cited Page entries for your images: http://www.easybib.com/guides/citation-guides/mla-8/cite-digital-image-mla-8/
Friday, June 23
Refer to this document for the steps to an introduction and conclusion.
https://docs.google.com/a/lapazschool.org/document/d/1Sy0khJAtFlGAgS0_ZdVz2Y-owxQy92elCy259-Ay9jY/edit?usp=sharing
Final essay is due on July 3.
Thursday, June 22
We reviewed how to incorporate quotes in our essays. https://docs.google.com/a/lapazschool.org/document/d/1ljclKnJrdGikrFe82IeorNN0rIcRnnm_a4Y9N9D_x60/edit?usp=sharing
Final essay is due on July 3.
Wednesday, June 21
CER response to one of the four questions on this document
https://docs.google.com/a/lapazschool.org/document/d/13HfQvvv0ML8t-VGcKAk2pKmegcFXBu4XI8Rw38WFVrg/edit?usp=sharing
If needed, finish image poster.
Work on final essay. The goal for the end of class is to have Ms. Amy approve either your three images or your call-to-action topic.
link to the final essay assignment
https://docs.google.com/a/lapazschool.org/document/d/1594HEbSVPQ39PB4B2IFyCnUgBWZHOhnpTX-jNBNeW6g/edit?usp=sharing
Thursday, June 15
Shared memorized passages from Book 22.
Completed Book 21 image annotation project from Weds.
Homework due Wednesday, June 21 (our next class): Read Book 23. Answer questions LMNOPQRSTU in an email to me titled 8 Books 22-23 LMNOPQRSTU.
Wednesday, June 14
We shared our memorized passages. Another group performed their skit about dramatic irony.
We provided feedback: 8 NAME dramatic irony 2. How effective was the skit at teaching you about dramatic irony?
Objective for Book 21 activity--Analyze your assigned lines for how they would look visually. Pretend you are an illustrator. What would you create and why? Make a drawing on a 8.5x11 paper. Then put the drawing in the middle of a larger poster paper. On the larger poster paper, annotate your drawing. With the annotations, explain why you made the artistic designs you made, using textual evidence as appropriate.
Homework due Thursday: Read Book 22 and memorize a passage.
Monday, June 12 Class had PE instead of English.
Friday, June 9
We shared our memorized passages. We continued our analysis of Book 16 with a focus on dramatic irony.
Homework due Monday: Read Book 21. Answer questions G-K in an email to me. 8 NAME Book 21 GHIJK
Memorize a passage.
And don't forget your individual image assignment:
https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing
Emerson, Elena Land of the Dead due Monday, June 5
Grace, Stacy Odysseus with the Sirens due Weds, June 7
Luca, Dilan Scylla and Charybdis due Thurs., June 8
Julie, Eliya Odysseus and Eumaeus due Friday, June 9
Marissa, Kati, Mayla Odysseus and Argos due Monday, June 12
Jimena, Catalina Odysseus and the Test of the Bow due Weds, June 14
Daniel, Amanda Odysseus and the killing of the suitors due Fri., June 15
Thursday, June 8
Read the italicized information at the beginning of Book 16.
Email me 8 NAME 16: Write a sentence summarizing the italicized information using these words: Athena, swineherd, Telemachus, old, Pylos, warning, suitors, Odysseus, home
https://docs.google.com/a/lapazschool.org/document/d/14lhzlfaf2l85ihHrTXH0RKuwCKdt19XuoPl-qAoA0sM/edit?usp=sharing
We read most of Book 16 and completed the chart on this doc
https://docs.google.com/a/lapazschool.org/document/d/14lhzlfaf2l85ihHrTXH0RKuwCKdt19XuoPl-qAoA0sM/edit?usp=sharing
Homework for Friday: Finish Book 16 and complete the last row of the chart. Do this independently! Read Book 17 and memorize a three-line passage from either 16 or 17.
Wednesday, June 7
We prepared our skits and analyses. We performed them for the 9th grade class.
No homework due on Thursday.
Books 16 and 17 due on Friday with one memorization from either book.
No homework due on Wednesday except to bring any costumes or props needed for the skit performance.
Monday, June 5
Review Book 11, epithets and prophecy
Work on Book 12 skit activity:
https://docs.google.com/a/lapazschool.org/document/d/1mbnMphn6HOBj7mePKLFrhfOf-HnscHE6iQ_HdDPY6p0/edit?usp=sharing
Homework due Monday: Read Book 12. Answer questions T, U and V in an email to me 8 NAME Book 12 TUV. Memorize passage.
Also, please remember your personal due date for the Odyssey Image assignment. The assignment is explained on this document:
https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing
Emerson, Elena Land of the Dead due Monday, June 5
Grace, Stacy Odysseus with the Sirens due Weds, June 7
Luca, Dilan Scylla and Charybdis due Thurs., June 8
Julie, Eliya Odysseus and Eumaeus due Friday, June 9
Marissa, Kati, Mayla Odysseus and Argos due Monday, June 12
Jimena, Catalina Odysseus and the Test of the Bow due Weds, June 14
Daniel, Amanda Odysseus and the killing of the suitors due Fri., June 15
Friday: We shared our memorized passages and worked on analyzing Book 11. See this Google doc
https://docs.google.com/a/lapazschool.org/document/d/1t0kT5tVIXwSAy9LFH6YoTRmRX1l7Y1YbxgQs0skbt94/edit?usp=sharing
If you were absent, please complete the first 2 rows of the chart on this document by Tuesday.
Homework due Friday:
Read Land of the Dead book 11. Memorize 3 lines. Answer questions R and S in email to me 8 NAME Land of the Dead RS
Thursday, June 1
We shared our memorized passages and challenged ourselves to give our best and support our classmates when they give their best rather than criticize or tease.
We rotated to different images of the Cyclops and identified textual evidence for each with these sentence starters:
For each image,
1) This image matches the part of the text where it says, "
"-------" (Odyssey 9.#).
2) A quote from the text that isn't shown in this image
s "-------" (Odyssey 9.#).
If you were absent today, please do this work for 3 of the following four images in an email titled 8 NAME Cyclops stations
image G:
Image F:
Image B:
Image A:
Wednesday, May 31
We shared our memorized passages.
Rachel and Rafa facilitated their Jeopardy game about Calypso and Hermes.
We learned about our new assignment.
https://docs.google.com/a/lapazschool.org/document/d/1GemUqfVVUGpahd2a3KkXCmvA0xq9DBwBr_gwFVYARPU/edit?usp=sharing
We watched a video about the Cyclops.
Homework: Read book 10 about Circe and Eurylochus. Answer the red question Q in an email to me. 8 NAME Circe Q. Memorize a passage of at least 3 lines to share in class on Thursday.
Friday, May 26
Today we shared our memorized passages. We began the Cyclops story, looking at alliteration and imagery in the first section of the story.
Homework for Wednesday: Read the entire rest of the story of the Cyclops, lines 60-485 (Yes, it is long!) Answer all of the red lettered questions except for M in an email to me titled 8 NAME Cyclops red questions. Memorize a passage of at least 3 lines to share in class on Wednesday.
Thursday, May 25
We shared our memorized passages.
Read lines 1-55 of Book 9. On Google images, find 2 images of the Lotus Eaters and email them to me with an explanation of which one you think best matches the story. 8 NAME Lotus Eaters images Also, memorize a passage of at least 3 lines to share in class on Friday.
Wednesday, May 24
We had our Odyssey background information and vocabulary test.
Homework: On Google images, find 2 images of Calypso and email them to me with an explanation of which one you think best matches the story. 8 NAME Calypso images
Review the passage you memorized for today. We will share them on Thursday in class.
Remember the test on Wednesday. See the wiki entry from Friday, May 19 for the list of topics.
Monday, May 22
Spark: Look at the two images below. Which one best represents your understanding of the text? Why?
Waterhouse, John William. Penelope and the Suitors. Aberdeen Art Gallery, Scotland, 1912.
Pintoricchio. Penelope with the Suitors. The National Gallery, London, 1509.
Read part of Book 2.
Introduction to Odyssey essay options.
https://docs.google.com/a/lapazschool.org/document/d/1594HEbSVPQ39PB4B2IFyCnUgBWZHOhnpTX-jNBNeW6g/edit?usp=sharing
Read Book 5. Choose a passage of at least 3 lines that stand out the most to you; memorize them for class on Wednesday.
TEST ON WEDNESDAY OVER THE TOPICS LISTED BELOW (IN FRIDAY'S WIKI ENTRY)
Friday, May 19
Here is the list of topics for the Odyssey background information test that you will have on Wednesday, May 24.
Thursday, May 18
Groups that didn't perform on Monday performed skits.
Mnemonic device groups performed.
Bella, Nicolle and Stefano began their presentation about Book 1.
Homework due Friday:
Send me an email 8 NAME Book 1.
A) Who or what helps give you inspiration when you need to do something creative?
B) Complete the rest of the riddles that we didn't get to in class.
3.For this amount of years I was taken by at sea, to find my safe haven. What are the years?
4.Evil awaits Telemachus’s return from the far away land. What is the evil?
5.Growing in a manhood with my mother and waiting for father to come back?
6. I saw them the town lands, learning of distant men and their minds, with my heart deep at sea, to fight to bring my mates home. Who am I?
7.I am the God of the sun, Lord is my title.
C) Provide one "It was effective..." and one "Next time try...." for this group. Remember that you cannot use the candy in your feedback.
No Class Wednesday because of late start
Questions are due on Wednesday. Here is the link to the questions.
https://docs.google.com/a/lapazschool.org/document/d/1uTg5I2jzW8bO-p7L--hTxIqRi8WrYMYyvwVbk1ez9nc/edit?usp=sharing
Groups that didn't perform on Monday will perform skits on Thursday.
Mnemonic device groups will perform on Thursday.
Bella, Nicolle and Stefano on Thursday, presenting Book 1.
Rachel and Rafa on Wednesday, presenting first page of Book 5
full calendar will be given on Monday.
Monday, May 15
Today we will finish our skits, complete questions and perform the skits. :-)
We will also make a schedule for our Odyssey presentations.
First up are
Bella, Nicolle and Stefano on Thursday, presenting Book 1.
Rachel and Rafa on Friday, presenting first page of Book 5
Friday, May 12
Please access this Google doc for your assignment
https://docs.google.com/a/lapazschool.org/document/d/1Ij1rRVg2_nE7vLBY8m9gV5Go7VJwAKotQEauB7-IzdM/edit?usp=sharing
Please access this Google doc for the rubric that we will use to grade your skit.
https://docs.google.com/a/lapazschool.org/document/d/1-XdPS_QM3S1hAOsmDoS-_Xs9xhsR71r78avF1A7JwQg/edit?usp=sharing
Monday, May 8 we will continue working on our background assignments or extension assignments. I will ask for volunteers for Wednesday's Feria showcase.
Friday, May 5
We worked in pairs on our Odyssey background assignment, due Wednesday, May 9. Students who finished early were given their next assignment, which involves teaching part of the Odyssey in an engaging way.
Thursday, May 4
We discussed our new Odyssey background assignment.
Ms. Amy shared an example of how to change the lyrics from a popular song to teach about the key characters that will appear in the story.
Students worked in their pairs to begin reading their assigned page and planning their responses.
Wednesday, May 3
We had a concentric circles museum of our creation pieces.
Homework due Thursday, May 4: Open the Google doc linked below and read the entire document. Email me either 2 questions, 2 comments OR 1 question and 1 comment. Call the email 8 NAME Odyssey assignment homework.
https://docs.google.com/a/lapazschool.org/document/d/1RyOGxwfdkgScBmrh_ItyhR5so_vWY_fjn6BPbFezjK0/edit?usp=sharing
Monday, May 1
NO SCHOOL
Homework: Complete your creation. It is due at 8:00 on Tuesday even though we do not have class. Also, finish Friday's spark and send it to me if you were late to class because of swimming.
Friday, April 28
We got our new assignment: Create! See this Google doc
https://docs.google.com/a/lapazschool.org/document/d/1kUpwrgFM7sMEEOQiGVsjBS1ddMg2IfqQH7ML9tx5pSU/edit?usp=sharing
If you came late after swimming, here is the spark:
Send me an email 8 NAME feedback:
1) Yesterday's event was effective because...
2) Next time, we should...
3) I would (not) be willing to present my project at morning meeting next week. (Choose one!)
Thursday, April 27
Show!
Wednesday, April 26
Dress rehearsal
Thursday, April 20, Friday, April 21 and Monday, April 24.
We worked on our final documents and practiced our dance.
Wednesday, April 19
This link will take you to the guidelines for your Bloom's Taxonomy project document: https://docs.google.com/a/lapazschool.org/document/d/1MEEanv4a2SFLbXIjl-f-vm9qdhkuDO6aXDPxs47pVNY/edit?usp=sharing
This link will take you to the lines you have to memorize for our Bloom's Taxonomy dance:
https://docs.google.com/a/lapazschool.org/spreadsheets/d/1HkhjQmf67AhAYh92NClLgXHoPm1a8SvJMKiJ-HHn6ww/edit?usp=sharing
This link will take you to the rubric for the entire final project:
https://docs.google.com/a/lapazschool.org/document/d/1m7P_yRUhbqoCgh1aK5EqXURVff6qxFPeAjCT2wJFGZw/edit?usp=sharing
YOU CAN ONLY ACCESS THESE FILES FROM YOUR NEW LAPAZSCHOOL.ORG EMAIL ACCOUNT.
March 17-23
We worked on our final projects and began choreographing our Bloom's Taxonomy dance.
Thursday, March 16
We had our stylistic devices test.
Polysyndeton
https://docs.google.com/document/d/1DurYxQsuLymwt1zniy8hIBi5wYp6Nb8gd6bai1rZIEA/edit?usp=sharing
Asyndeton
https://docs.google.com/document/d/1M5DXD3RWeyE5TdDuEXBU3XXi1S9snJaHg-LLiFwPbUA/edit?usp=sharing
Zeugma
https://docs.google.com/document/d/1mBE2FrtZt9vV7VvXNwfx3F3YRHah4_fRRJ8QOXaROH4/edit?usp=sharing
Antithesis
https://docs.google.com/document/d/1lxgH2-5S5qxWp6HENlwbx7H9RJh04VxlSZcY8A2dVXI/edit?usp=sharing
Anaphora
https://docs.google.com/document/d/12yLAHIRCY8mQQf5rzJt6K3KOK5fYN0Kmb88HMTJDFMg/edit?usp=sharing
If you have chosen the political cartoon, your analysis must include:
1) A description of the issue
2) An explanation of your stand on the issue.
3) An explanation of how your cartoon reflects your strand on the issue.
We either make ourselves miserable
or we make ourselves strong.
The amount of work is the same.
-Carlos Castaneda.
Here is our schedule for the end of the trimester:
Thursday, March 9-
finalize boarding school presentations
Friday, March 10--boarding school presentations to 5th grade
Monday, March 13--work on projects
Wednesday, March 15--
first period: go to 5th grade for presentations
last period: present to 11th grade
Thursday, March 16--test over stylistic devices (see list below)
Friday, March 17--projects due
Monday, March 20--Wellness theme workshop
Wednesday, March 22--practicing presentation for after vacation
You will have a test over the following terms on Monday, March 13.
- juxtaposition
- simile
- metaphor
- oxymoron
- hyperbole
- personification
- pun
- rhetorical question
- zeugma
- anaphora
- polysyndeton
- asyndeton
- antithesis
I will give you 15 sentences. You will have to 1) identify which device is used and 2) explain how the sentence fits the definition of the device. You will have the opportunity to move your grade to the exemplary level by providing examples you remember from The Absolutely True Diary of a Part-Time Indian and/or examples that you create.The test will look like this:
Monday, March 6
Spark: Please complete this survey to help the IB Business class. https://docs.google.com/forms/d/e/1FAIpQLSdNsolYKYqRzkCqfyvqpHGN1zy4Amd3sGvh4OlGVcQgT02PVg/viewform?c=0&w=1
When you finish, work on your project until everyone is done.
Friday, March 3
1. Find 3 sources.
2. For each source, make a Works Cited Page entry.
3. Create a chart for each source like this one for each source:
Steps 1-3 are due on Monday. Make sure your document is shared with me! Students are working in different documents, so there is no required title but make sure you have share it with me.
Thursday, March 2
We created Works Cited Page entries for our sources, continued our research and chose what kind of text we will write for our projects.
No homework.
Wednesday, March 1
We looked at four political cartoons.
https://docs.google.com/document/d/1zpOUio4eHkrfYHnMjOocgah1GIMemrzPz6wqFOCAmYE/edit?usp=sharing
We did a matching activity to match evidence from a text with the name of the strategy used by the author to the effect the strategy has on the reader.
We then looked at the assignment sheet for our final project.
https://docs.google.com/document/d/1L_Dvwobv33bJSbzTsc8ZcjJk57LsbnPWRg9mGbnAS7E/edit?usp=sharing
Homework for Thursday: Complete the song lyric chart (2 rows) if you didn't finish in class.
Find at least one text that addresses your chosen social issue.
Monday, February 27
We worked in our pairs on our presentations.
Friday, February 24
We were assigned pairs and worked with our partners on the elements of the Google doc.
Homework: Complete the Google doc.
On Monday, you will have time to plan the presentation but the document needs to be complete.
Those who were absent, please complete the work individually.
Thursday, February 23
Group presentation on Antithesis with matching game
We returned to the idea of the gallery walk images from the beginning of the unit. We received this Google doc
https://docs.google.com/document/d/1r9jufqhcOGauyVio5g1DDz8Wro1OHiy-zrxPfOzezKA/edit?usp=sharing
as a connection back to one of the images.
Homework for Friday: Read the article linked on the Google doc.
Wednesday, February 22
Group presentations and activities
Ayndeton--cross the line game
Polysyndeton--Jeopardy
Anaphora--scavenger hunt
Monday, February 20
Spark: What is the most important element of an effective presentation?
We stood in a circle and shared our responses to the spark with "anthem arms," shoulders back and loud, clear voices.
We reviewed the rubric for our group assignment. https://docs.google.com/document/d/1NK6RgaYf9DLFTch5vUXXKPmX4jMmE5CH2DjUvusyzGk/edit?usp=sharing
We worked in our groups to finalize our presentations and games for Wednesday.
Wednesday, February 15
Have a wonderful time on the field trip!!!
We reviewed the guidelines of the assignments and students brainstormed what should be on the rubric, based on what they learned from previous experience with this type of activity.
Students had the rest of the class to work in groups and plan the activity.
Monday's class will be for finalizing the activity and they need to be presented to the class on Wednesday, February 18.
Friday, February 10
Students mingled and shared their quotes, looking for similarities and grouped themselves into four groups based on the use of language in their quotes. Then they wrote a definition for the figurative language device they identified. We learned the "fancy literary terms" for these devices: anaphora, antithesis, polysyndeton, asyndeton.
In groups, students read the document about their device and started planning a class activity to present their term to the class.
Homework due Tuesday: Read this petition
https://www.change.org/p/native-american-suicide-prevention-act
Send me an email in which you make 2 connections between this document and Junior's experience in our book. 8 NAME petition connections
Thursday, February 9
Today we discussed the different social issues in our lives, community and world. Students began writing first ideas for our final project:
1. Decide on one social issues that you care about. Eventually, you will write a speech, poem, song, letter, essay, video narration or script to stand up for or against this issue.
2. Today just begin writing a very rough first draft, no requirements, just write your ideas.
Now...
3. Add into your piece a simile or metaphor.
4. Add into your piece an oxymoron or hyperbole.
5. Add into your piece personification.
6. Add a rhetorical question.
7. How could you use juxtaposition to help make your point?
Homework due Friday: Keep the slip of paper I gave you in class today. Read the quote on the slip of paper. Email me a short explanation of what the author DOES with language in the quote. Don't tell me what the quote means. Try to determine the author's use of language. 8 NAME what author does
Wednesday, February 8
C-GLO!! We had our Cross-Grade Learning Opportunity with the 6th grade!
Monday, February 6
C-GLO!! We had our Cross-Grade Learning Opportunity with the 5th grade! Pictures are on Fb La Paz Community School! :-)
Friday, February 3
We did a trial run of our Big Book stations and received feedback.
Thursday, February 2
Read this article: https://mic.com/articles/116942/8-songs-by-native-american-rappers-that-deserve-to-be-heard#.qV8O8EjjA
and complete the following in an email titled 8 NAME Native American musicians
1) Make 2 connections from this article to Junior's life in our book.
2) Write a personal response to this article.
3) Which song would you most like to hear? Explain why.
FINISHING THIS ASSIGNMENT IS HOMEWORK IF YOU DIDN'T FINISH IT IN CLASS!
Wednesday, February 1
NO CLASS DUE TO LATE START
Monday, January 30:
We reviewed zeugma and juxtaposition.
We watched the end of the Hidden Massacre at Whiteclay, looking for examples of juxtaposition.
We worked on planning and finalizing our presentations for the 8th graders.
Homework for Monday, January 30: Finish the book. Memorize one passage from between p. 197 and 217 and another passage from p. 218 to the end.
Thursday, January 26 and Friday, January 27
1. Finish your page of the big book.
2. Brainstorm and plan an activity that you could run with the 5th or 6th graders to teach them your term. (Similar to what the 9th graders did with propaganda with you.)
When your group finishes, please complete the following:
3. Make 2 connections between this poem and Junior's experience.
http://siouxpoet.tripod.com/siouxpoetry.html
4. Read the handout about zeugma. Find the example of zeugma on p. 42 of the book. Send me an email in which you identify it and analyze its effect on the reader. Then add to the email an example of zeugma of your own. 8 NAME zeugma
Wednesday, January 25
Spark: Revisit image G from our gallery walk and make a connection to Junior's life.
We had our memorization circle.
We discussed the connections from the Spark and the history of alcoholism in the Native American community.
We read "A Battle with the Brewers" by Nicholas Kristof.
We watched "The Hidden Massacre of Whiteclay."
We analyzed both for our new term juxtaposition:
Juxtaposition: a device by which a writer or speaker juxtaposes, or places two items side by side. This is done to create an ironic contrast or effect.
A famous photograph that shows a juxtaposition is this:
Homework due Thursday, January 26
Send me an email in which you make 2 connections between the article "A Battle with the Brewers" and the setting or characters of our book. 7 NAME connections
Homework due Wednesday, January 25
Read pp. 168-196. Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
Homework due Monday, January 23
Read pp. 129-167. Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
AND
In an email to me called 8 NAME Junior CER, identify 3 character traits of Junior so far. Write 3 sentences for each, using a CER format like this:
Junior seems to be ..... Evidence from the book that supports this claim appears on p. _ with “_.” This quote supports that Junior is ...because....
Homework due Friday , January 20
Read pp. 114-129. Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
We worked on our pages for the Big Book in class.
Homework due Thursday, January 19
Read pp. 99-113. Memorize a passage from anywhere between these pages that you love. It must be at least 25 words.
We worked on our pages for the Big Book in class.
Homework due Friday, January 20: Complete the text for the page of the big
book.
Wednesday, January 18
Today we shared our memorized passages in the order in which they appear in the book.
We worked in our groups on our posters.
Homework due Wednesday, January 18: Read to p. 98. Memorize a passage from anywhere between p. 73 and p. 98 that you love. It must be at least 25 words.
Monday, January 16
Today we shared our memorized passages in the order in which they appear in the book.
We made a living birthday card for Ms. Daniela.
We received our new project: The Important Book See https://docs.google.com/a/lapazschool.org/document/d/19hPgwNDDuaxWnN4iLHXmL27HzLoH6cmN4S_gl0lJCio/edit?usp=sharing
Amanda, Alessandro, Daniel OXYMORON
Mayla, Cata, Rafa, Sydney HYPERBLE
Grace, Bella, Jimena METAPHOR
Marissa, Luca, Elena PUNS
Eliya, Julie, Dilan ONOMATOPOEIA
Nicolle, Stacy, Kati PERSONIFICATION
Emerson, Stefano, Jean METAPHOR
Friday, January 13
Today we shared our memorized passages in the order in which they appear in the book.
We brainstormed rhetorical strategies, figurative language and stylistic devices that we should know well by now:
rhetorical question
allegory
alliteration
metaphor
oxymoron
puns (play on words)
onomatopoeia
personification
allusion
hyperbole
simile
appeal to pathos
repetition
We had a scavenger hunt through the book in which we met with different small groups and searched for a specific literary device from the list.
Homework for Monday: Read to p. 73. Memorize a passage from anywhere up to p. 73 that you love. It must be at least 25 words.
Thursday, January 12
Spark: Read the text below. How are A and B different?
How are they the same? What effect do their differences
have on the reader?
A. He went for a walk. He really shouldn’t have.
The pain still made his knee throb. He saw the dog. He laughed.
B. He went for a walk—even though he shouldn’t have because
of the pain that still throbbed in his knee—and laughed when he saw the dog.
We received our Google doc called
8 NAME 2017 stylistic devices The Absolutely True Diary of a Part-Time Indian that will be our ongoing work throughout this unit.
We completed the first chapter's chart, adding one passage of our own choosing to the bottom.
Homework due Friday, January 13: Read Chapter 3: Revenge is my middle name. Choose a passage that has an impact on you and includes at least 25 words. Memorize this passage to present to the class.
Wednesday, January 11
We participated in a gallery walk and wrote observations and questions about seven images around the room.
Students individually shared with me the meanings of ethos, pathos and logos (in their own words rather than memorized). We read part of Chapter 1.
Read Chapters 1 and 2 for class on Thursday.
Monday, January 9
Our Spark was to share with 1-2 classmates what we found for our homework.
The groups who didn't perform their skits on Friday performed today.
We took these notes:
Rhetorical Strategies and Devices: techniques used by an author or speaker to meet a purpose and impact the audience.
These include
appeals: ethos, pathos and logos
figurative language: allegory, metaphor, alliteration, simile, oxymoron
structure: compare/contrast, cause-effect, flashback, foreshadowing
We learned that our new book uses many rhetorical strategies and devices to take a stand for a social issues. Students were challenged to think of a social issue that matters to them.
We worked on the anticipation guide for our new book.
https://docs.google.com/a/lapazschool.org/document/d/1YFxtHGWOfIB_mXhqGOS8UuGY9Eo6ILqKai2pQNb_LRA/edit?usp=sharing
Homework due Wednesday
First, send me an email, 7 NAME skit, in which you answer these two questions:
1) In your skit, which method of persuasion (ethos, pathos or logos) is most effective?
2) How do the three methods of persuasion work together in your skit?
Second, complete the anticipation guide and share it with me.
Friday, January 6
Homework for Monday: go back and re-read your essay in the document called
8 NAME Step 3 propaganda vs. classical argument assignment.
Send me an email in which you analyze whether you use ethos, pathos and/or logos and how. You may have used one, two or all three and your answer will be different from everyone else's.
We watched these two videos:
https://www.youtube.com/watch?v=gf81d0YS58E
and
https://www.youtube.com/watch?v=wc1TrKIzAJM
(Please excuse the spelling errors in the 2nd one!!)
Students wrote and performed skits illustrating their assigned hypothetical situation and their use of ethos, pathos and logos.
Thursday, January 5
We analyzed Severn Suzuki's speech for the answers to these three questions:
1) Why should we listen to HER about THIS topic?
2) How does she touch our emotions?
3) What is logical about her argument?
We learned about three ways of persuading others, the words for which come from Greek:
ETHOS - (the credibility of the speaker) The audience wants to know “What does this person know about this topic?" and "Why should I trust this person?" There are two kinds of ethos: intrinsic and extrinsic
- intrinsic (the character, expertise, education, and experience of the writer/speaker, the relationship between the writer/speaker and the audience)
- extrinsic (how the writer/speaker presents his/her argument)
PATHOS - (appeals to emotion, the heart) The writer/speaker may make specific emotional appeals to the audience's dignity, pride, values, fear, moral sense, religious faith, patriotism, family ties, etc.LOGOS - (appeals to logic, the mind) The writer/speaker supports his/her position with reasons, examples, evidence, statistics, observation.
We looked at the following hypothetical situations and discussed how we would use ethos, pathos and logos in our argument:
Your sister is out at a party and is supposed to be home by 10pm. It’s 9:45 and she is not back.
You text her: where u at?
She texts back that the person she likes is at the party and if she leaves early she’ll look like a loser.
Convince her to come home!
In groups, students received new hypothetical situations and began using ethos, pathos and logos to form an argument.
Your brother leaves the house to go 4x4ing on the Monkey Trail. You see that he doesn’t have his helmet or his phone with him. and he is not wearing a shirt. Convince him to come back and get his helmet, phone and shirt.
Your teacher tells you that she is going to give you a homework packet that will be due the last week of the term and will take you at least 5 hours per week to complete. Convince her to change her mind!
Mr. Abel has decided to divide the 8th grade into four groups of six students rather than keeping you together as one group.You would only be with those six students all day and you would not get any choice in who was in your group. Convince him to keep the class together.
(Rachel, you can choose one of these three to work on. You can write either a skit that uses ethos, pathos and logos OR a one-person monologue of what someone could say using ethos, pathos and logos.)
Wednesday, January 4
Spark: Write a short skit that uses a rhetorical question.
Rhetoric=the use of any available means to meet a purpose and impact the audience
Those skilled at making speeches--MLK, Jr., President Obama, Nelson Mandela--are skilled at rhetoric.
A rhetorical question is one that is asked to further a purpose or impact the audience, rather than to receive an answer.
We watched Severn Suzuki's 1992 speech to the UN.
https://docs.google.com/a/lapazschool.org/document/d/1RoLlD_6JghevvUDilBI7dsZdVFFUv24ShDMaAzRwpMM/edit?usp=sharing
We marked at least three places that are most effective at meeting her purpose.
Homework for tomorrow: Make a chart that lists the three sections from the speech that you chose along with the reasons why you think each section is effective in helping Suzuki meet her purpose.
Homework for Friday: Memorize the definition of rhetoric and the definition of rhetorical question.
Homework:
Find four sources for your paper and make MLA style Works Cited Page entries for them on your Google doc titled 8 NAME WCP classical.
These need to be done by class time on Monday.
Thursday, Nov 24 and Friday, Nov 25
NO SCHOOL- HURRICANE OTTO
Weds, Nov. 23
Quiz
Monday, November 21
We used concentric circles to help us brainstorm ideas for our essay.
We then started looking up resources.
Students should...
start a new Google doc titled 8 NAME WCP classical
For each source you read, copy and paste the link on to the Google doc. Then create an MLA format Works Cited Page entry.
Homework is to study for the quiz on Wednesday.
Friday, November 18--propaganda presentations!!
When it is your turn to present, you must
Clearly state your thesis statement.
Present your three slides, one at a time. For each one...
...ask the class if they can identify what type of propaganda you used.
...explain what emotion you are trying to reach in your audience and why you think it will work.
Your feedback sheet with positive feedback is part of your grade. Please stay on the lines with your comments so that I can easily cut the strips later.
On Wednesday, November 23, you will have a quiz over the terms on this Google doc:
https://docs.google.com/a/lapazschool.org/document/d/1Ps9u_RzW_7HsU25AciNlJY8xw9B1rA3m-mtYco2y5ZQ/edit?usp=sharing
You need to have the sentence at the bottom of the page memorized.
Here is the definition of propaganda that should be memorized by Wednesday.
Propaganda is the use of a variety of communication techniques that create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior or to perform a particular action. There is some disagreement about whether all persuasive communication is propagandistic or whether the propaganda label can only be applied to dishonest messages.
If you completed the Russian Revolution song, rap, or poem, you are exempt from this requirement.
Almost everyone didn't finish the classwork on Friday. It is homework due on Monday! See below.
Friday, November 11
Spark: One your piece of lined paper, write 2 things you LOVE about going to school here.
Class Activity: Review each of the following webpages from the school website. For each one, find something that makes you proud to be a part of this community. Identify it and explain why.
Monday, November 6
Choose one piece of feedback that is most meaningful to you.
At each station, please write observations, connections and questions.
Friday, November 4
We provided each other with growth mindset peer feedback on our gallery pieces.
We participated in a Compliment Scavenger Hunt!
NO HOMEWORK
Thursday, November 3
We had our museum! Thank you to the parents and students who visited.
Wednesday, November 2
Consider the following questions.
- Why is it important to communicate in ways that bring peace to the community?
- What is one example of time that you communicated in a way that brought peace to the community?
- What is one specific example of someone you witnessed communicating in a way that brought peace to the community?
While you finalize your projects, I will video you answering these questions. If you do all three in an effective way, you will receive an extra .25 on the project grade.Monday, October 31
Works Cited Page entry for Animal Farm should be formatted as follows:
Orwell, George. Animal Farm. Signet Classics, 1956.
Thursday, October 26
Students continued working in their groups on the exhibit piece for our gallery. We changed the date for the gallery from Monday Oct. 31 to Thursday Nov 3rd.
Homework due tomorrow is to finish the book. There will be a quiz over the last 3 chapters of the book in class tomorrow.
Wednesday, October 25
Spark (please make up if you are absent): Email me. 8 NAME peace 1 Identify a way of communicating you saw or used this week that helped create peace in some way. Explain how.
Students continued working in their groups on the exhibit piece for our gallery.
Monday, October 24
Content Objective:
Students will analyze Chapter 6 in terms of our essential question: How can communication create or erode peace in a community?
Please refer to the Google doc titled
8 gallery walk poster assignment for our new project assignment that we will be working on in class all week.
Homework for the next two weeks-
I have shared with you a document called 8 NAME TITLE 2016-17 English Portfolio Piece template.
Required Portfolio Piece Reflections
You will make 5 copies of this document, one for each of the assignments listed below. For each one, you will do a portfolio reflection. The due dates are listed for each assignment.
metaphor and allegory, piece reflection due Wednesday, November 2
Cruz, piece reflection due Monday, Nov. 7
Title these new Google docs as listed here and share each one with me:
8 NAME vocabulary skit 2016-17 English Portfolio Piece template.
8 NAME metaphor meme 2016-17 English Portfolio Piece template.
8 NAME memorization 2016-17 English Portfolio Piece template.
8 NAME diagnostic 2016-17 English Portfolio Piece template.
8 NAME presentation 2016-17 English Portfolio Piece template.
Friday, October 21
Read or review chapter 7 and answer the questions on this pdf.
http://www.ereadingworksheets.com/reading-worksheets/animal-farm-chapter-7-review-questions.pdf
If you did not finish these questions in class, they are due on Monday in class.
Send your answers in an email to me titled 8 NAME Animal Farm 7 questions.
Animal Farm needs to be finished by Friday, October 28. There will be a quiz on that day to demonstrate that you have completed the reading.
Thursday, October 20
Celebration!
Animal Farm allegory bingo
Revolutionary musical chairs
pin the animal on the farm
freeze dance with comprehension questions
Wednesday, October 19
Content Objective: Students will reflect on their presentation from Friday. Students will create a party game that involves review of academic content.
Language Objective: Students will speak with their groups to plan their party activity. Students will write a reflection about their presentation and an analysis of one type of communication in Chapter 6. Students will read through close analysis of Chapter 6..
Wednesday, October 19
1. reflection
Please see Google doc that I shared with you for reflection assignment.
2. party games
3. essential question work:
Follow the class example to respond to these prompts about your assigned type of communication.
How does this type of communication create peace at Animal Farm?
How does this type of communication erode peace at Animal Farm?
Think of a real life example of communication that connects to in some way. Analyze the connection in a paragraph.
Friday, October 14
Presentation for visitors from Santa Cruz!
Thursday, October 13
We practiced our presentation for the visitors from Santa Cruz who will be with us tomorrow. We worked on our homework for Wednesday (see below).
Wednesday, October 12
Finish stations.
Finish meme displays.
Begin reading Chapter 5. Your homework is to read Chapters 5 and 6 by next Wednesday and respond to ALL of the questions on the following pdf. You do not need to re-type the questions. Just number them.
In addition to those questions, choose 2 of the following questions and answer them. Send ALL of your answers in an email to me titled 8 NAME Animal Farm 5-6 questions.
Monday, October 10
We will have our party next week on Thursday, October 20. More details will follow.
Today we worked in stations to answer questions about Chapter 3 of Animal Farm.
One station is working with Ms. Amy about the memes.
Homework for Wednesday. Read Chapter 4 and answer the following questions in an email with the subject 8 NAME Chapter 4 questions.
1. What do Snowball and Napoleon do to encourage the spread of Animalism?
2. Who are Frederick and Pilkington?
3. In what ways do the humans try and stop the spread of Animalism?
4. Where does Snowball get his ideas for defending Animal Farm?
5. Describe how the animals are able to successfully defend the farm against the humans.
6. Which animals are injured or killed during the battle?
7. How do the animals celebrate their victory?
8. What part does Napoleon play during the Battle of the Cowshed? What do you think this says about him?
Friday, October 7
We discussed our new essential question for Animal Farm: How do ways of communication create or erode peace in a community?
We defined WAYS, COMMUNICATION and ERODE.
In groups, we worked to identify all the different forms of communication shown in Chapter 1 and then in Chapter 2 of the book.
Homework for Monday: Read through Chapter 3.
Thursday, October 6
We had our quiz, then worked on our essays, reading or character chart posters.
Wednesday, October 5
NO CLASS because of late start.
Remember the quiz tomorrow! See the terms below.
For Friday: Revise your allegory diagnostic essay so that it follows the format from the example essay.
Monday, October 3
We used this Google doc to review the steps of a five-paragraph essay.
https://docs.google.com/a/lapazschool.org/document/d/14q17ic_UmAw_J1vhlZ51QbMTIn0emiEsvaSPrmaCAhw/edit?usp=sharing
For Friday: Revise your allegory diagnostic essay so that it follows the format from the example essay.
Quiz on Thursday over these terms
hook: This opens the essay and can be a statement about the topic in general, a statement that adds intrigue about the topic, or a vivid description of something connected to the topic.
background information: you need to provide enough information for the reader to understand your thesis statement
thesis statement: this sentence responds to the prompt and tells the reader what the whole essay will be about
transition words: words that identify for the reader that the writer is moving from one idea, topic or section to another. See
http://www.smart-words.org/linking-words/transition-words.html
claim: your opinion stated as a fact
evidence: information that supports your claim
reasoning: an analysis of how the evidence supports the claim
specific: See http://www.learnersdictionary.com/definition/specific
Thursday, September 29 and Friday, September 30
8th grade Diagnostic Essay
Write a 5-paragraph essay in which you
You can use any resources from this year or last year to which you have access.
Please complete this work on a Google doc titled 8 NAME diagnostic and share it with me.
Wednesday, September 28
Ms. Ximena was with the class today while Ms. Amy was in a 7th grade activity. The students worked on the character charts and had a PE activity.
Monday, September 26
We watched the other mnemonic device presentations about the Russian Revolution.
We read the beginning of Chapter 2 and worked on our character charts.
Friday, September 23
Spark: For you, would Old Major's speech or the Beasts of England song be most effective in encouraging you to work to overthrown Mr. Jones? Explain why. Write an email to me with your answer. Subject line 8 NAME speech or song
Thursday, September 22
Today we discussed examples of how music can help us deliver and/or remember a message.
We heard a Russian Revolution Rap from Luca, Dylan, Rafa, Stefano and Daniel.
We provided growth mindset feedback and they incorporated our feedback in a second performance.
We had 4 more presentations of our metaphor memes.
We did concentric circles exercise to begin our analysis of Old Major's speech in Chapter 1 of Animal Farm.
We listened to the Beasts of England.
Challenge performances of the Russian Revolution key facts are due tomorrow, Friday.
Another challenge option: In Old Major's speech, he claims that life is miserable, laborious and short. This is an allusion to a famous quote from the philosopher Thomas Hobbes. Email me the connection before class on Friday and be prepared to share it in class on Friday.
Wednesday, September 21
Spark: Look at the different character map examples and consider the strengths of each.
Today the groups of 3 or 4 created their own character maps from Chapter 1.
Homework: Review Old Major's speech from Chapter 1. Consider this question: Which sentence or section of the speech do you think is most is most convincing? You do not have to write anything but come prepared to share your answer in class on Thursday.
Monday, September 19
We heard 3 more meme presentations.
We watched the Prezi about the Russian Revolution and filled in the blanks on the handout that we need to keep in our notebooks. Challenge assignment: Write a song, rap or poem that covers the main points from the handout. Perform it for the class on Friday and next time we have a memorization assignment, you won't have to do it and you will receive an automatic 4.
In groups of 3, we read the first chapter of Animal Farm (using the pdf below). We began lists of new words. We began conceptual maps of the characters in the book. Each group can come up with their own way of mapping the characters as long as all characters are included with descriptions.
Friday, September 16
Content Objective: Students will be able to effectively support their metaphor when faced with questions from peers. Students will understand the allegory in The Butter Battle Book. Students will gain an understanding of main historical events of the Russian Revolution.
Language Objective: Students will orally present their metaphor and respond to classmate's questions. Students will write analyses of elements of The Butter Battle Book. Students will read information about the Russian Revolution.
Homework: Students need to memorize this definition of allegory. If done by Monday, they can earn a 4. If done by Wednesday, the highest possible score is a 3.
An allegory is a story, play, poem, picture or other work in which the characters and events represent particular qualities or ideas that relate to morals, religion or politics.An allegory has been called “a metaphor on steroids” because the author creates a fictional story in which all the elements represent other things with deeper meaning and together deliver an overall message.
Wednesday, September 14
Content Objective: Students will begin to develop an understanding of allegory.
Language Objective: Students will read 2 fables, write analyses of these fables and the film from yesterday and speak with peers.
Today we completed our analysis charts of the 3 allegorical stories.
See Google docs titled 8 Aesop's Fables and 8 Allegory.
No homework for Friday.
Monday, September 12
Content Objective: Students will begin to develop an understanding of fables and allegory.
Language Objective: Students will read 2 fables, write analyses of these fables and speak with peers.
We had individual meetings about our memes. We read 2 fables and analyzed the metaphors in each. We watched the video "The Butter Battle Book."
Friday, September 9
Our class was shortened due to Children's Day activities. We worked on our memes.
Homework: Complete your meme but remember to not print it until I have checked it!
Thursday, September 8
Content Objective: Students will be able to extend a metaphor of their own in at least three ways.
We evaluated our own metaphors, worked on extending them in at least three ways, and got our new assignment: Make Your Metaphor a Meme. See the Google doc titled 8 NAME Make Your Metaphor a Meme.
Wednesday, September 7
We learned about Bloom's Taxonomy and how it connects to the La Paz grading scale.
We analyzed Langton Hughes's "Mother to Son" as an example of an extended metaphor.
Homework: Make a list of the different elements or aspects of the thing or idea you used in the metaphor that you wrote and emailed to me.
Monday, September 5
Content Objective: Students will demonstrate mastery of the definition of a metaphor. Students will demonstrate the ability to evaluate the effectiveness of a metaphor.
Language Objective: Students will read example metaphors, write feedback and speak with peers. Students will orally present their memorized definition.
Spark: What is the purpose of a metaphor? In other words, why would someone use one?
We will discuss the definition of the words effective and evaluate.
Students will be put into pairs or groups of 3 and will rotate through stations in the room and will answer these questions for each metaphor.
Homework due Wednesday: Revisit the metaphor you wrote and emailed to me last week. Revise if needed to make it an effective metaphor. Email me your new version and an explanation of why the metaphor is effective.
Friday, September 2
Content Objective: Students will understand how to improve, clarify, and more fully develop a metaphor. Students will choose an independent reading book.
Language Objective: Students will read and analyze an example metaphor, write feedback and speak with peers.
We looked at the example metaphor "My cousin is a roller coaster. He is fun, crazy and stupid." Students provided feedback, using these prompts:
It was effective...
In order to improve, clarify, and more fully develop the metaphor, consider...
We then brainstormed how to improve the metaphor.
Students were given 5 minutes to look up metaphor online and find the definition that made the concept most clear to them. They must memorize this definition for Monday. It is pasted below. On Monday, students will be pulled from class one at a time to recited the memorized definition.
Metaphor is a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.
Thursday, September 1
Content Objective: Students will review and deeper their understanding of metaphors. Students will be able to create an original metaphor.
Language Objective: Students will read and analyze example metaphors, speak with partners to form and analyze new metaphors and write their own metaphors.
The spark was to discuss the metaphor "My sadness was a rock on my heart." using these prompts:
1.What two things are being compared?
2.What characteristics do the two things share?
3.What is the purpose of the comparison?
Each student then received half of a metaphor. They had to mingle and match them. Then each pair had to analyze their metaphor according to the same prompts and present it to the class.
Students then work on the following activity:
Choose ONE of the options below. Make a list of the characteristics of the one you pick.
The life of a student is....
My cousin is...
Learning is...
Sadness is...
The world outside La Paz is...
Then, explore the classroom and/or the campus and find another thing to which you can compare it.
Email me with the subject 8 NAME Metaphor 1. Explain the metaphor you came up with today. Make sure you include the answers to these questions:
(note to Ms. Amy : See document titled "metaphor review.")
Wednesday, August 31
Students will have 25 minutes to finish and practice their skits.
Groups will perform skits and provide growth mindset feedback for their classmates using their own Google Sheet that we will create in class.
homework due Thursday in class: Complete the feedback sheet if you didn't finish in class.
Monday, August 29
Content Objective: Students will be able to understand ten new vocabulary words, analyze their use in sentences from Animal Farm and use these vocabulary words in real life situations.
Language Objective: Students will read sentences in which new vocabulary words appear, definitions and other example sentences. Students will speak with peers to match sentences with definitions. Students will write sentences of their own. Students will speak to present their words and sentences to the class. Students will speak with peers to create skit using the words in conversations. Students will write a short skit using the words in a real life situation. Students will speak to perform their skits for the class.
8
He is a very tractable child so he never gets in trouble but also never gets what he wants.